SiMON FRASER UNIVERSITY gpof MEMORANDUM

3.7 0a

To Senate S ........................................................................From..Se1ate.. Committee on Undergraduate

Studies Proposed New Courses, Faculty of

Su6ject.... 4 lOn.:.,,.!pU.....320-3and .Date..7.../04/21 325-3 .

Action taken by the Senate Committee on Undergraudate Studies at its meeting on 1978-03-21 gives rise to the

following motion: . S

MOTION

That the new course proposals for EDUC 320-3 (Educational Psychology: Learning and Instruction) and EDUC 325-3 (Measurement and Evaluation in Teaching), as set forth in S.78-48 , be approved

• and recommended to the Board for approval.

Note - These two courses are designed to divide and deal more adequately with the substance of a single earlier course, EDUC 421-4 (Learning and Evaluation). EDUC 421-4 will be discontinued and dropped from the calendar.

D. R. Birch

/cg

[I

SiMON FRASER U1'IVERSITY .V6 cf ç 7'- MIMORANDUM

Evans, Secretar.....................

et. ......... . . .......................

....... Date.. .1.97.8 ........................... t''i- J2o—...? .................

• 2)i4- 7-.S-2 ____________________________

• The Faculty of Education at its meeting on January 30, 1978 approved

the attached new course proposals for Education 320-3 (Educational

Psychology: Learning and Instruction) and Education 325-3 (Measurement and

Evaluation in Teaching).

Please include these on the agenda for the next meeting of the Senate

Committee on Undergraduate Studies.

SR/ga

S cc: M. Wideen - S. Kanehara

1,1EGZ T' FEB21 1978

RIRAK'S (iIR.. MML DESK

Registrar's Note:

These papers were distributed for the SCUS meeting of March 7,' 1978, and were removed from the agenda of that meeting to give opportunity for reponse to any general questions of overlap.

SENATE cO?ILTTEE ON UI)ERC1A!))ATE STUDIES

NEW COURSE PROPOSAL FOR.I

Education 1. Calendar Information

Department:

Abbreviation Code: EDUC Course Number: 320Credit Hours:3 vector:30

Title of Course: Educational Psychology: Learning and instruction

Calendar Description of Course: An examination of prominent theories of instruction and their basis in research as descriptive lenses for viewing school learning events. Emphasis will be placed on information processing and operant and social-psychological models of instruction derived from learning, student teacher interaction, and curriculum

based research.

Nature of Course

Prerequisites (or special instructions): Education 220 or equivalent; Psychology

201 recommended. Students with credit for EDUC. 421 may not take this course for

additional credit.

What course (courses), if any, is being dropped from the calendar if this course is approved: This course, along with the accompanying proposal for Education 325

divides an earlier course (EDUC. 421, Learning and Evaluation) into two parts to .2. Schedujj&& separate relatively unrelated foci, and to better service various groups

interested in education How frequently will the.course be offered? once/ academic year Semester in which the course will first be oferi?

Which: of your present faculty would be available to make the proposed offering

possible? Dr. J. Martin, Dr. R. Marx, Dr. S. Shapson, Dr. P. Winne, Dr. L. Prock 0 je 3.

Obctives of the Course This course provides students with basic knowledge about. instruction as gleaned from contemporary theory and research in educational psychology. As a result, students will be able to make use of current research-based knowledge about instruction to describe, analyze, and if relevant, improve teaching practice. Also, this foundation will help them to understand and rationally adapt findings of future research to their needs. The course would beneficially serve teachers, students preparing for teaching, and Education Minors students studying the scientific bases of

4. Budtary and Space Requirements (for information only)education.

What additional resources will be required in the following areas:

Faculty No additional faculty will be required.

StaffNo additional staff will be required.

Library See Appendix A

Audio Visual none

Space . . none

Equipment none

5. AUrov4

I)Rt e _..Demher . 7, 1977

i)epar'tment Chairman Dc Chairman, SCUS.

SCU 73-i:- (When completing this form, for instructions see Memorandum SCUS 73-34a.

Attach, course outline).

Education 320 Educational Psychology: Learning and instruction

Overview of Instructional Psychology

1. Begetting the discipline

a. Instructional psychology and psychology

b. "Researchable" topics: attending, organizing, responding and' learning

2. A brief history of learning and instruction'

Information Processing Views of Instruction

1. Foundations

a. Associational models of learning (list and PA acquisition,, interference

theory of forgetting)

b. Concept recognition and memory processing models (CS and STM processing

view) .

2. 'Contemporary theory and research

a. Structural processing models (Gagne, Resnick)

b. Dynamic processing models (Smith, Mayer & Greeno, Atkinson)

3. 'Curriculum specific theory and research

a. Mathematics, science

b. Reading

Operant Views of Instruction

1. Foundations

a. Radical operant theory

b. "Mediated" operant theory.

2. Contemporary theory and research

a. Direct behavior modification'

b. Social learning models and context effects

3. Curriculum specific theory and research

a. DISTAR instructional mode!

b. Programmed learning and computer-assisted instructional models.

Social-Psychological Views of Instruction

1. Foundations

a. Group process

b. Phenomenological theory

[11 c. Balance theory; cognitive dissonance

2. Contemporary theory and research

a. Interpersonal dynamics

b. Attribution theory

3. Curricu'um applications and research

a. Simulation and gaming

b. PhenomonOlogiCallY based approaches (eg. "Productive Thinking Program)

.;

APPENDIX A

Current library holdings which supplement the material presented in Education 320, Educational Psychology: Learning and Instruction are extensive. Listed below are representative text and reference books selected from well over 100 offerings. Library acquisitions pertinent to the content of this, course are regularly updated on the basis of suggestions by members of the Faculty

of Education.

Ausubel, D. P. Educational Ps ychology : • Cognitive View.

Becker, W. C. & Engelmann, S. Teachin g I: Classroom

Management. Becker, W. C. & Engelrnann, S. Teaghin g. iI: Cognitive

Learning and Instruction. Covington, M. V. & Beery, R. G. Self-Worth and School

Learnin,. Gage, N. L. (Ed.) The Psychology of Teachin g Methods.

Gagne, R. M. The Conditions of Learning. Gagne, R. M. & Briggs, L. J. Princi p les of Instructional

Design. Härnacheck, D. E. Encounters With the Self. Johnson, 0. W. The Social Psychology of Education

Klausmeier, H. J., Ghatala, E. S., & Frayer, D. A. Conceptual Learning and Development.

Miles, M. B. & Charters, W. W. Jr. (Eds.) Learning

in Social Settings. Siegel, L. (Ed.) Instruction: Some Contemporary Viewpoints.

Smith, F. Comprehension and Learning. Stevenson, H. W. Children's Learning.

Thoresen, C. (Ed.fBehpv ior Modification in Education.

Yee, A. H. (Ed.) Social Interaction in Educational Settings.

In addition to the preceding books, the library also receives volumes in several annual series of professional reviews. Included among these are:

Annual Review of Psychology; tn-yearly chapters on Instructional psychology, thinking and concept

• formation, study of small groups. The Psychology of Learning and Motivation. Review of Research in Education.

Beyond the aforementioned materials, the library also subscribes to a host

of professional journals which contain research reports and review articles

directly relevant to this course. Representative examples are:

Instructional Science. Journal of Applied Behavior Analysis.

• Journal of Educational Psychology.

'Journal of Experimental Education. Review of Educational Re' rch. •

SiMON FRASER UNIVERSITY_______ MEMORANDUM

^ [ F

To ......... !9.1.Y........................................ .From ........ .MarvWideen,Director ..

............................... in 5 I

Subject.....EDUC. 320 Educational Psychology: ate 8th, 1977 Learndnstruction

..

'At a meeting on December 1e 1 1977 attended by A. Kazepides, C. Ham, J.

Martin, P. Winne and myself the proposed course EDUC. 320 was reviewed

in the light of the discussion that transpired at the last Faculty meeting. Under consideration also was proposed additions to the outline

developed by R. Marx in consultation with M. Gibbons.

The results of the discussion are reflected in changes in the proposal which is attached. I would draw your attention to the new title and the addition of a third section, Social Psychological Views of Instruction.

Please consider the outline carefully and discuss any concerns that you have with myself or members of the Undergraduate Programs Committee.

I would nope that this proposal along with EDUC. 325 will be considered

at the next full meeting of faculty.

H .

SCUS 1:

•--': : fEn-I6] • SENATE COMMTTEE ON UNDERGRADUATE STUDIES

NEW COURSE PROPOSAL FORM

• 1. Calendar Information Department: Education

Abbreviation Code: E]1JC. Course Number: 325 Credit Hours:3 Vector: 3-0 -0 Title of Course: Measurement and Evaluation in Teaching

Calendar Description of Courae: Basic principles of test theory applied to the use of measures in education; construction and use of classroom tools for measuring achievement of educational objectives, including observation methods; standardized tests; overview of contemporary, local and provincial evaluation programs.

Nature of Course

Prerequisites (or special instructions): Education 220 or equivalent; Máthentics 101 or Psychology, 210 recommended. Students with credit for I)UC. 21 may not take this course or additional credit.

What course (courses), if any, is being dropped from the calendar if this course is Approved: This course, along with the accompanying proposal for Education 320 divides an earlier course (EDUC. 21, Learning and Evaluation) into two parts to

2. Scheduling separate relatively unrelated foci, and to better service various groups

How frequently will the course be offered?

interested in education twice/academic year.

Semester in which the course will first be offered? 4'giq- -7,?

Which of your present faculty would be available to make the proposed offering possible? Dr. R. GehlbaQh, Dr. R. Marx, Dr. J. Martin, Dr. S. Shapson, Dr. P. Winne

Dr. L. Prock 3. Objectives of the Course Classroom teachers, especially those whose role includes the instruction of exceptional children (delinquent, learning disabled, gifted, etc.), must be fully competent in measuring and evaluating the achievement of educational objectives. Parents, also, should be knowledgeable of the proper uses and limitations of educational measurement techniques for the assessment of children. This course surveys the fundamental knowledge required by both groups to succeed in capitalizing on the proper use of measurement in education. It also examines contemporary local

• .4. Budgetary.and Space Requirements (for information only) and provincial evaluation •

. . activities to provide a• real- What additional resources will be required in the following areas: life arena for using Faculty No additional faculty will be required. . knowledge to adjudicate1

actual practice. Staff No additional staff will be required. Library See Appendix A Audio Visual none .

• Space none Equipment

5. Approval

Date: November 17, 1977

Department Chairman

SCUS 73-34b:- (When completing this form, for instructions see Memorandum SCUS 73-34a. Attach course outline). . . .

j .

Education 325 Measurement and Evaluation in Teaching

Basics of Measurement Theory 1. Numbers, scales, and measurements 2. Understanding scores

a) Descriptive statistics - mean, standard deviation, and correlation

b) Scales for expressing scores - percentiles, standard score scales, and the normal curve

3. Guaging errors of measurement a) Reliability and standard error of measurement b) Validity - construct and criterion c).'Objectivity

Measurement in the Classroom 1. Specifying educational goals and objectives

a) The table of specifications 2. What is a test ? What is a test item ? 3. Constructing measures of curriculum learning

a) Supply and selection items b) Essay and project measures - restricted and unrestricted

formats .. Constructing measures of Personal and social growth

a) Predictive paper-and-iencil scales b) Observation techniques

• 5.' Evaluating and using measurements for teaching a) Item and, instrument analysis b) Individualization and mastery learning.

Standardized Tests for Assessment and Guidance 1. The meanings of standardization 2. Scholastic achievement batteries 3. Tests of special abilities

a) Reading tests b) 'Intelligence tests

4 Tests used in counselling a) Occupational predictions b) Personality tests

Measurement and Evaluation' in School Systems 1. A model for schoolwide evaluation

a) Intentions - descriptive, formative, or suminative ? b) Elements in school systems - inputs, processes, outputs,

and the context of the school 2. Contemporary examples

a) Project BUILD - Vancouver School System b) B.C. Assessment Program

3. Evaluation in a societal context a) Accountability: Who and what to whom?

APPENDIX A

• Library resources currently available to support the course Education 325, Measurement and Evaluation in Teaching, are extensive. Listed.below are representative text and reference books chosen from a selection of over 50 volumes on this topic. Supplements to this collection are made regularly

• by library staff on the recommendation of Faculty members.

Ahman, J. S. & Glock, M. D. Evaluating Pupil Growth.

(5 ed.). Baker, E. L. & Popham, W. J. Expanding Dimensions of

Instructional Objectives. Bloom, B. S., Hastings, J. 1., & Madaus, G. F.Handbook

on Formative and Summative Evaluation of Student Learning.

Bracht, G. H., Hopkins, K. D., & Stanley, J. C. (Eds.) Perspectives in Educational and Psychological Measurement.

Cronbach, L. J. Essentials of Psychological Testing. Ebel, R. L. Essentials of Educational Measurement. Mager, R. F. Goal Analysis. Mehrens, W. A. & Lehmann, I. J. Measurement and

Evaluation in Education and Psychology. Payne, D. A. The Specification and Measurement of.

Learning Outcomes. Payne, D. A. The Assessment of Learning: Cognitive and

Effective. Stanley, J. C. Measurement in Toda y 's Schools. (k ed.).

Thorndike, R. L7. -(Ed.) Educational MeasuLeme. (2 ed.). Thorndike, R. L. & Hagen, E. Measurement and Evaluation

In Psychology and Education. Walberg, H. A. (Ed.) Evaluating Educational Performance. Worthen, B. R. & Sanders, J. R. Educational Evaluation:

Theory and Practice.

In addition, the library is also well stocked with professional journals relevant to the materials dealt with in this course. Representative examples

are listed below.

Technical journals: Educational and Psychological Measurement. Journal of Educational Measurement.

Journals reviewing contemporary issues in measurement and evaluation: American Psychologist. Journal of Learning Disabilities. Journal of Reading Behavior. Measurement and Evaluation Guidance. Phi Delta Kappan. Review of Educational Research.

SiMON FRASER UNIVERSITY MEMORANDUM

. ........... ........

Marvin..F.Wjdeen,.,.Direc.............................

Undergraduate Programs

.................. aculty..,o ... Education ............ ............ ....................

Subject .........Educ. ...... 32.O. ...and ... 32.5. ...... .... ..... ...... ..... ................ .........

From ..... ...... ... )arilyn. Bowman , .... Chairman ...........................

Dep.t......Of ... psychology ............................................

Date ................. November ... 22,....l97.l. ................... ............... ..............

I have read the course proposals and discussed them with Dr. Crawford, Chairman of Undergraduate Studies for Psychology. We agree that while there are some components of these two courses that show minor overlap with some of our courses, the two Education courses are basically quite different from any existing psychology courses in focus and in most of their content. Furthermore these topics are ones for which we do not foresee any signs of a shift of interest within our department. Therefore we do not feel there are any significant overlap problems in your proposals.

MB/mh

S

To

Subject....

is ̂/ /I--

Our Undergraduate Chairman (Dr. C. Crawford) and 1 have studied the revised course description for Education 320 which you recently sent.

Our original statement (accepting) still applies, although it is a little less true now in that there is a heartier psychological component. Nevertheless we still do not currently have any major faculty interest in offering such a course in our undergraduate curriculum.

L L LL. ul 1r1

•tyvw • FLb2I178

• MAIL DESK MB/mh

0

S1NION FRASER UNIVERSITY

MEMORANDUM

çloMarilyn Bowman

.....................Chairafl

...Dept .ol Psychology

From Stan Kanehara Administrative Assistant to the Dean

Faculty of Education

Date.. February 1, 1978 Subject.....................................................................

As per our to converSatiOnyeSte1'Y, I am attaching

proposal form for your infOrmation a copy of the revised new course

Learning and Instruction) for Education 320 (Educational Psychology:

approved-by the Faculty of Education and course outline which was

30, 1978. The revised form and outline at its meeting on January of the originals you examined: include two minor modifications

1.The title of the course was changed from "Educational

Instruction" to Psychology: Theory and Research on Learning and Instruction" "Educational Psychology

Aentitled "Social-Psychological Views of Instruction"

2. section was added to the course outline.

Would you let me know whether these revisions meet with your

Li Department's approval?

Thank you for your help in this matter.

ic) Kr

SK:ma

cc: J.W. George Ivany, Dean" M. Wideen, Director, Undergraduate Programs

EVE 9 F E B -21978

LiDEAN'S OFFICE

FACULTY FA CULTY Of ED